Running Head: CARE COORDINATION 1

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Running Head: CARE COORDINATION 1

 

CARE COORDINATION 8

 

 

 

 

 

 

 

Preliminary Care Coordination Plan

Capella University

Alexander Ruche

 

 

 

 

 

 

 

Introduction

The role of care coordination is to ensure that there exists integrated services that meet the needs of individuals. The focus of care coordination lies in the delivery of recovery-focused and collaborative services that connect people to healthcare services. A key necessity for care coordination is the management of chronically sick patients. Chronically ill patients are a part of interconnected problems as they affect the social circles around them (Hannigan et. al., 2018). Just as it is complicated to the patients, so is it on service provision, hence mandating for family and friend to be a part of a multidisciplinary approach in relation to provision of care. Hence as a result, the issue on chronically ill patients is not one that can be handled by a single profession but rather one that requires a multidisciplinary approach and a care coordination plan to best deal with the health concerns (Hannigan et. al., 2018).

Chronic Obstructive Pulmonary Disease (COPD)

COPD is a type of obstructive lung disease often characterized by long-term breathing problems and poor airflow resulting in difficulties when breathing. It tends to be characterized by shortness of breath as well as coughs accompanied with sputum production. Therefore, patients with COPD tend to present various complex health issues that demand for immediate pharmacological interventions (Hanania et. al., 2018). Care coordination assists in solving these complexities and in providing alternatives to quality health care. By offering a collaborative approach it is possible to address not only the patient’s needs in relation to the respiratory aspect of the disease but also in addressing the systemic effects and comorbidities associated with the illness (Hanania et. al., 2018). According to the Journal of Chronic Pulmonary Diseases, the most appropriate practices for care coordination for COPD include pulmonary rehabilitation, care integration, a holistic approach and an inclusion of a care transition model. These practices help to meet the complex needs of managing COPD. However, regardless of the clear goals in managing COPD, there still exist certain challenges (Hanania et. al., 2018). One such challenge is dealing with the hopelessness of the condition. Often physicians face uncertainties in diagnosing the disease, identifying its medications and hospitalizations. Even worse, patients in the past have shown non-compliance as a result of the disease’s complexity (Hanania et. al., 2018). All in all, an effective care coordination plan would help to effectively manage the condition of COPD.

Care Coordination Plan

To help attain success in the care coordination for Mr. Andrew Anderson a team of fifteen professionals will be selected. Although this team seems large, past research shows that a big number of people is important when creating diversity and expertise in COPD management. This team will compromise of nurses, pulmonologists and general experts all with a specific interest in COPD (Korpershoek et. al., 2017). The goal of the plan will be to create awareness around the disease, to offer a guideline based management, rehabilitation and self-management support program. The plan is also aimed at improving patient outcomes as evidenced in the attachment below:

PATIENTS NAME: Mr. Anderson

CONTACT: Private

ADDRESS: Private

 

1. Self-management behavior

 

a. Adherence to pharmacology- Consume prednisolone 30mg every day. Helps in reducing instances of exacerbation, failure of treatment, admission, and improves hypoxemia.

· Adhere to using albuterol (Combivent) 100 mcg/20 mcg after every 6 hours and must not exceed 6 actuations daily. Such helps to boost instances of dyspnea and activity tolerance during the daily exercise regimens (Korpershoek et. al., 2017).

· Take ciprofloxacin twice every day because it lowers instances of treatment failure

● Please note that medications will be collected at Walgreens Pharmacy located in Cutler Bay.

SCORE OF ADHERANCE

ExcellentModeratePoor
   

 

 

2. Patient Education

a. Mr. Anderson will attend a smoking cessation program at Primax Rehabilitation Program. After the end of six months Mr. Anderson will have managed his smoking habits. By being part of the rehabilitation program, you will have modified the occurrence of the disease and lowered instances of contracting myocardial infarction and lung cancer. It is paramount to note that the effects of quitting smoking will not be evidenced until after several months of quitting (Jiménez-Ruiz et. al., 2015).

b. Enroll in a muscle relaxation program at the Pembroke Resource Center. Such will promote Mr. Anderson’s respiratory and psychological well-being. The center will offer activities like yoga, muscle relaxation and deep breathing exercises (Volpato, et. al., 2015).These exercises will be aimed at improving his breathing capacity and will be done every Monday and Friday.

c. Take part in the training of early detection of exacerbation at the Porta General Hospital as directed by the program coordinator. In the event of an exacerbation contact the care coordinator. While at the training you will be looked after by the lead physician and community nurse (May et. al., 2016).

 

Write date, day and time of attendance.

Smoking cessation programRelaxation techniquesEarly detection of exacerbation
   

 

●Rate the usefulness of every program in a percentage score: (e.g. 20%, 50%, 100%)

– Smoking cessation program:

– Relaxation technique

– Early detection of exacerbation

3. Influenza Vaccination

 

After the first week, you will get the influenza vaccine from South Miami Hospital. The vaccine is very useful since influenza is termed as the second most common cause of COPD exacerbations. The vaccination will help reduce instances of attacks (Nici & ZuWallack, 2018).

4. Involvement by the family

For effective management of COPD management, family intervention is important. Family will help in offering emotional support during the journey. They will also help in supporting smoking cessation and facilitate drug adherence. Mr. Anderson will involve his spouse in the training programs while attending the monthly COPD clinics with him. Such ensures not just support but will make it easier for the care coordinator to monitor the patient for best outcomes.

CONTACTS Signature

Care Coordinator: 734-755-602

Walgreens Pharmacy: 965-546-8300

Lead physician: 953-493-398

Local clinic: 955-412-0134

Pembroke Resource Center: 308-680-5075

Ambulance: 720-119-3647

 

 

 

 

 

 

References

Hannigan, B., Simpson, A., Coffey, M., Barlow, S., & Jones, A. (2018). Care coordination as imagined, care coordination as done: findings from a cross-national mental health systems study. International Journal of Integrated Care, 18(3).

Hanania, N. A., Hawken, N., Gilbert, I., Martinez, F. J., Fox, K. M., Ross, M. M., … & Tervonen, T. (2018). What Symptomatic Patients with Asthma and Chronic Obstructive Pulmonary Disease (COPD) Find Important in Their Maintenance Inhaler Therapy: A Focus Group Study. In C37. OPTIMIZING ASTHMA CARE ACROSS DIVERSE PATIENTS (pp. A4863-A4863). American Thoracic Society.

Jiménez-Ruiz, C. A., Andreas, S., Lewis, K. E., Tonnesen, P., Van Schayck, C., Hajek, P., … Gratziou, C. (2015). Statement on smoking cessation in COPD and other pulmonary diseases and in smokers with comorbidities who find it difficult to quit. European Respiratory Journal, 46(1), 61-79. doi:10.1183/09031936.00092614

Korpershoek, Y., Bruins Slot, J., Effing, T., Schuurmans, M., & Trappenburg, J. (2017). Self-management behaviors to reduce exacerbation impact in COPD patients: a Delphi study. International Journal of Chronic Obstructive Pulmonary Disease, Volume 12, 2735-2746. doi:10.2147/copd.s138867

May, C. R., Cummings, A., Myall, M., Harvey, J., Pope, C., Griffiths, P., … Richardson, A. (2016). Experiences of long-term life-limiting conditions among patients and carers: what can we learn from a meta-review of systematic reviews of qualitative studies of chronic heart failure, chronic obstructive pulmonary disease and chronic kidney disease? BMJ Open, 6(10), e011694. doi:10.1136/bmjopen-2016-011694

Nici, L., & ZuWallack, R. (2018). Integrated care in chronic obstructive pulmonary disease and rehabilitation. COPD: Journal of Chronic Obstructive Pulmonary Disease, 15(3), 223-230.

Volpato, E., Banfi, P., Rogers, S. M., & Pagnini, F. (2015). Relaxation Techniques for People with Chronic Obstructive Pulmonary Disease: A Systematic Review and a Meta-Analysis. Evidence-Based Complementary and Alternative Medicine, 2015, 1-22. doi:10.1155/2015/628365

Describe the Punnett Square and what it used to predict. What are the limitations of the Punnett Square?

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Describe the Punnett Square and what it used to predict. What are the limitations of the Punnett Square?

Mom is a carrier for hemophilia but does not have the disease.
Dad does not have hemophilia

Using the Punnett Square, answer the following questions:

  • What is the probability a female offspring developing hemophilia?
  • What is the probability of a female offspring being a carrier for hemophilia?
  • What is the probability of a male offspring developing hemophilia?
  • What is the probability of a male offspring being a carrier developing hemophilia?
  • What is the probability of any offspring developing hemophilia?
  • Explain why only some offspring would develop the disease?
  • If this were about Cystic Fibrosis, how would the responses be different to the questions in the Initial Post? Give a detailed explanation supporting your response.
  • Down Syndrome is another genetic disorder. Why is the Punnett Square not a good tool for predicting if offspring will have Down Syndrome? Why does the risk for Down’s Syndrome increase with maternal age?

Ethics and Evidence-Based Research

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Ethics and Evidence-Based Research

Write  a 1250-1500 word essay addressing each of the following  points/questions. Be sure to completely answer all the questions for  each bullet point. There should be three main sections, one for each  bullet below. Separate each section in your paper with a clear heading  that allows your professor to know which bullet you are addressing in  that section of your paper. Support your ideas with at least two (2)  sources using citations in your essay. Make sure to cite using the APA  writing style for the essay. The cover page and reference page in  correct APA do not count towards the minimum word amount. Review the  rubric criteria for this assignment.

Part 1: Describe  why ethical safeguards designed for clinical research may not be  feasible or appropriate for evidence-based practice or evidence-based  practice implementation projects.

Part 2:  Review the sectioned headed, Two Ethical Exemplars  in Chapter 22 of the textbook (Melnyk and Fineout-Overholt, 2015, pages  518-519). Discuss three main ethical controversies related to  implementing Evidence-Based Quality Improvement (EBQI) Initiatives.  Describe how these controversies relate to the four core ethical  principles.

Part 3: Identify which ethical principles may be in conflict with the concept of “patients having an ethical responsibility in improving healthcare.” Discuss how these conflicts may be resolved.

Assignment Expectations:

Length: 1250 – 1500 words
Structure:  Include a title page and reference page in APA format. These do not  count towards the minimum word count for this assignment. Your essay  must include an introduction and a conclusion.
References:  Use appropriate APA style in-text citations and references for all  resources utilized to answer the questions. A minimum of two (2)  scholarly sources are required for this assignment.

For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

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For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.

Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.

You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Adapt care based on patient-centered and person-focused factors.
    • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
  • Competency 3: Create a satisfying patient experience.
    • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Defend decisions based on the code of ethics for nursing.
    • Make ethical decisions in designing patient-centered health interventions.
  • Competency 5: Explain how health care policies affect patient-centered care.
    • Identify relevant health policy implications for the coordination and continuum of care.

Preparation

In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.

To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.

Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Note: You are required to complete Assessment 1 before this assessment.

For this assessment:

  • Complete the preliminary care coordination plan you developed in Assessment 1.
  • Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner.
  • Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

Reminder: The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu.

Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
    • Address three patient health issues.
    • Design an intervention for each health issue.
    • Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use.
  • Make ethical decisions in designing patient-centered health interventions.
    • Consider the practical effects of specific decisions.
    • Include the ethical questions that generate uncertainty about the decisions you have made.
  • Identify relevant health policy implications for the coordination and continuum of care.
    • Cite specific health policy provisions.
  • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient.
    • What aspects of the session would you change?
    • How might revisions to the plan improve future outcomes?
  • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators?
Additional Requirements

Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

Grading Rubric:

1.  Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.

Passing Grade:  Designs comprehensive, patient-centered health interventions and timelines for care that reflect patient needs and preferences and the availability of essential resources delivered through direct clinical interaction that is logged in the CORE ELMS system.

2.  Make ethical decisions in designing patient-centered health interventions.

Passing Grade:  Makes insightful ethical decisions in designing patient-centered health interventions, informed by relevant ethical considerations, the practical effects of specific actions, and the significance of key uncertainties.

3.  Identify relevant health policy implications for the coordination and continuum of care.

Passing Grade:  Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences.

4.  Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient.

Passing Grade:  Evaluates learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient. Clearly explains the need for revisions to similar future sessions.

5.  Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.

Passing Grade:  Evaluates patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for changes to enhance patient satisfactions and better align future sessions with Healthy People 2020 goals and leading health indicators.

Guidelines for community health paper assignment

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Guidelines for community health paper assignment

Pages: up to 20 pages, double space, using APA format

Draft due on week 7 for guidance (not mandatory)

Final paper due week 9; mandatory to pass course, Submission through Turnitin

Resources: Any resources provided in the course shell. Journals and research articles appreciated at least 2 each must be used.

Outline format and rubric

Cover page with title

 

Part I: Introduction:  20 points

• Identify your population, choose a model for your population

• Reason for choosing population, general narrative, reference   regarding subject

• Epidemiology, community survey, supportive data

• Goals/aim/purpose

 

Part II Core information: 20 points

• Population needs assessment: techniques used, tools/framework

• Priority health issues; reference

• Process, research (primary, secondary data)

• Data analysis and comparison, issues of concerns

 

Part III post assessment Action plan: 20 points

• Health program planning development; PDCA format

• Interventions (3 total) primary/secondary/ tertiary

• Promotion, outreach, awareness

 

Part IV Consideration: 20 points

• Current public health policies

• Determinants of health

• Ethical dilemmas or considerations

• Cultural characteristics

• Analysis and comparison to general population

 

Part V Public health considerations: 20 points

• Closing argument

• Anticipation of new/revised health policy needs

• Informed decision for future plan

• Community health nurse anticipatory guidance

• Lessons learned/ personal thoughts

The Clinical Issue and Research Questions Developed Using PICOT

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The Clinical Issue and Research Questions Developed Using PICOT

PICOT is an acronym used to help develop clinical research questions and guide you in your search for evidence:

P = Patient population

I = Intervention or issue of interest

C = Comparison of interventions or comparison of interests

O = Outcome

T = Time frame

For example, you may wish to research the effects of interrupted sleep on cognition of ICU patients 65 or older.

Using this PICOT model,

In _________(P), how does __________ (I) compared to _________ (C) influence _________ (O) over ________ (T)?

In ICU patients who are 65 or older, how does interrupted sleep (awakened one time or more in four hours) as compared to uninterrupted sleep influence the patient’s cognitive ability over 5 days?

 

Assignment Directions

Begin by selecting a topic in nursing or medicine that is of interest to you. Next, use PICOT to format possible research questions about that topic. Provide 3 possible PICOT research questions.

Include the following:

· Title page

· Provide a brief description of the topic and background information.

· Explain the significance of the topic to nursing practice.

· Provide 3 clearly stated PICOT questions.

Your paper should:

· Be 2–3 pages (not including the title page and reference page)

· Use current APA format to style your paper and to cite your sources.

An individual is referred to your office by his parole officer.  This 19-year-old male, named Sam, was recently arrested for a “psychotic break” that caused him to throw a chair through the neighborhood drug store window.   Sam’s parents arrive and Sam agrees to have his parents present during the interview.

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An individual is referred to your office by his parole officer.  This 19-year-old male, named Sam, was recently arrested for a “psychotic break” that caused him to throw a chair through the neighborhood drug store window.   Sam’s parents arrive and Sam agrees to have his parents present during the interview.

His parents state Sam recently withdrew from college after experiencing a “resounding moment” in which he changed his major from engineering to philosophy and increasingly had reduced his sleep, spending long hours engaging individuals in the commons in conversations about the nature of reality and how he is gaining an appreciation “for all life”. He had been convinced about the importance of his ideas, stating frequently that he was more learned and advanced than all his professors. He told many that “I should be the one teaching these courses, after all, I understand it much better than my professors”. Sam has also increased the number of high-risk behaviors – drinking and engaging in sexual relations in a way that was unlike his previous history.  He also has spent a considerable sum of money on “projects to help the world” – unfortunately, he has never completed a project.

Sam’s parents also state that Sam was diagnosed previously by his PCP with MDD and GAD.  “These new behaviors are just that – new – since he went to college”.

Further discussions with Sam and his parents reveal that he has never experienced hallucinations and you believe that he currently is not experiencing any delusions.  Sam states “I am what I am”.

What diagnosis do you believe may apply to this individual?

What classifications of medications can be used to treat this disorder?  Which medication do you recommend and why?

Healthcare professionals would be thrilled if individuals made decisions about what to eat based on a solid knowledge of what constitutes a “healthy diet.” Unfortunately, that is not typically the case. Many people do not know what constitutes a healthy diet. There are also those who do know but make less healthy choices for several reasons.

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Module 01 Content

1.

Top of Form

Healthcare professionals would be thrilled if individuals made decisions about what to eat based on a solid knowledge of what constitutes a “healthy diet.” Unfortunately, that is not typically the case. Many people do not know what constitutes a healthy diet. There are also those who do know but make less healthy choices for several reasons.

The food choices that people make are influenced by a variety of factors. Factor-categories include, but are not limited to, environmental cues, socioeconomic realities, cultural/religious beliefs, and the availability of foods in the community.

In a 3-page paper, written in APA format using proper spelling/grammar, address the following:

1. Explain what nutrition is and why it is important.

2. Describe the characteristics of a healthy diet and provide supporting examples.

3. Identify at least two (2) factors (other than culture) that can impact a person’s food choices and provide a specific example for each.

4. Research a culture (e.g., ethnic, religious, dietary) where specific food restrictions are dictated and address the following:

(a)Describe the restrictions.

(b)Explain how the restrictions could make it difficult for an individual to achieve a healthy diet.

(c)What dietary alternatives could be incorporated to overcome the dietary restrictions?

5. Cite at least 3 credible references and present the resources in APA format on the References page.

6. For information about researching a topic and assessing the credibility of resources, consult the resources below.

o Writing Guide: Research Papers – Researching

o How do I know if a source is credible?

The APN Professional Development Plan paper is worth 200 points and will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. 

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Requirements

  1. The APN Professional Development Plan paper is worth 200 points and will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
  2. Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use the APA Academic Writer and Grammarly tools when creating your assignment.
  3. Follow the directions below and the grading criteria located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty.
  4. The length of the paper should be 5-8 pages, excluding title page and reference page(s).
  5. Support ideas with a minimum of 3 scholarly resources. Scholarly resources do not include your textbook. You may need to use more than 3 scholarly resources to fully support your ideas.
  6. You may use first person voice when discussing information specific to your personal practice or skills.
  7. Current edition APA format is required with both a title page and reference page(s). Use the following as Level 1 headings to denote the sections of your paper (Level 1 headings use upper- and lower-case letters and are bold and centered):
    • APN Professional Development Plan (This is the paper introduction. In APA format, a restatement of the paper title, centered and not bold serves as the heading of the introduction section)
    • APN Scope of Practice
    • Nurse Practitioner (NONPF) Core Competencies
    • Leadership Skills
    • Conclusion

Directions

  1. Introduction: Provide an overview of what will be covered in the paper. Introduction should include general statements on scope of practice, competencies, and leadership, and identification of the purpose of the paper.
  2. APN Scope of Practice: Research the Nurse Practice Act and APN scope of practice guidelines for the state in which you intend to practice after graduation. Describe the educational, licensure, and regulatory requirements for that state in your own words. Identify whether your state allows full, limited, or restricted NP practice. Discuss NP prescriptive authority in your state. Provide support from at least one scholarly source. Source may be the regulatory body that governs nursing practice in your state.
  3. Nurse Practitioner (NONPF) Core Competencies: Review the NONPF Core Competencies. Describe two competency areas you believe to be personal strengths and two competency areas in which you have opportunities for growth. Discuss two scholarly activities you could do during the master’s program to help yourself achieve NP competencies. Provide support from at least one scholarly source. Source may be NONPF Core Competencies document provided via the link in the week 2 readings.
  4. Leadership Skills: Analyze three leadership skills required to lead as an NP within complex systems. Describe two strategies you could use to help you develop NP leadership skills. Provide support from at least one scholarly source. Textbooks are not considered scholarly sources.
  5. Conclusion: Provide a conclusion, including a brief summary of what you discussed in the paper.

 

Introduction

16

8%

Provides an overview of what will be covered in the paper. Introduction should include:

  1. general statements on scope of practice.
  2. general statements on NP competencies.
  3. general statements on leadership.
  4. identification of the purpose of the paper.

APN Scope of Practice

72

36%

  1. Identify the intended state of practice after graduation.
  2. Describe the educational, licensure, and regulatory requirements for state.
  3. Identify whether the state allows full, limited, or restricted NP practice.
  4. Discuss NP prescriptive authority in the state.

Provides support from at least one scholarly source. Source may be the regulatory body that governs nursing practice in the state.

Nurse Practitioner (NONPF) Core Competencies

38

19%

  1. Describe two competency areas believed to be student’s personal strengths.
  2. Describes two competency areas in which student has opportunities for growth.
  3. Discuss two scholarly activities to do during the master’s program to help student achieve NP competencies.

Provide support from at least one scholarly source. Source may be NONPF Core Competencies document provided via the link in the week 2 readings.

Leadership Skills

38

19%

  1. Analyze three leadership skills required to lead as an NP within complex systems.
  2. Describe two strategies student could use to help develop NP leadership skills.

Provide support from at least one scholarly source.

Conclusion

16

8%

Provide a conclusion, including a brief summary of what was discussed in the paper.

180

90%

Total CONTENT Points= 180 points

ASSIGNMENT FORMAT

Category

Points

%

Description

APA Formatting

10

5%

Formatting follows current edition APA Manual guidelines for

  1. title page
  2. body of paper (including citations and headings)
  3. reference page

Writing Mechanics

10

5%

Writing mechanics follow the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual. The length of the paper is at least 5 pages but no more than 8 pages.

20

10%

Total FORMAT Points= 20 points

200

100%

ASSIGNMENT TOTAL=200 points

To understand emerging and reemerging diseases, you must understand the interconnectedness between human health and the environment and have a grasp on epidemiology.

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Introduction

To understand emerging and reemerging diseases, you must understand the interconnectedness between human health and the environment and have a grasp on epidemiology.

Human Health

Epidemiology, the study of determinates and distribution of disease in populations, is essential in protecting public health and controlling health problems. Before moving into the specifics of epidemiology, you need to understand some of the basics of human anatomy and physiology; specifically, how the immune system protects us from disease.

Your body’s first line of defense against a foreign invader is keeping the invader out. The skin is part of that defense, as it creates a barrier over most of the body. This defense continues with the mucous membranes lining your nasal pathway, and the hairs help catch particles and keep them from entering your lungs. Tears and saliva both contain lysozymes, which can break down foreign invaders. Bleeding from an open wound helps to rinse away dirt and other particles, and clotting helps keep anything from entering the body through that wound. Your body contains many different types of white blood cells that can fight off a variety of pathogens.

If an invader gets past the first line of the defense, the body’s second line of defense is the immune system. We can acquire natural immunity in two different ways: naturally acquired active immunity occurs when we are exposed to a disease-causing agent (for example, getting chicken pox as a child), and naturally acquired passive immunity occurs when antibodies are received through the placenta or breast milk. We can also attain immunity through vaccinations; this is called artificially acquired active immunity. Persons with severe immunodeficiency may be given antibody-containing serums or immunoglobins from a person or animal.

Many cells and chemicals that are part of the immune system work to destroy foreign substances as they enter the body. Macrophages circulate throughout the body and digest any foreign substances they run into. Interferons are chemicals released when a cell is attacked by a virus. These and other chemicals signal surrounding cells to shut down and prevent the virus from spreading. Lymphocytes are a type of white blood cell that produces antigens that respond to specific viruses. So, if you had chicken pox as a child, then your body will produce antibodies to protect you if the chicken pox virus enters your body again.

The state of the environment also plays a role in disease transmission. For example, the changing weather patterns associated with global warming affect disease patterns. The increased rainfall and flooding in some areas has increased the populations of a major carrier of disease—mosquitoes. The warm winters and hot dry summers in many areas are also affecting the transmission of vector-borne diseases; for example, ticks spread Lyme disease and bacteria spread cholera. There is significant evidence that outbreaks of Ebola are related to unusual patterns in the wet or dry cycle. Increases in international travel have also increased the spread of diseases worldwide. In the United States, emerging diseases such as West Nile Virus cause severe illness and sometimes death (World Health Organization, 2011). As diseases spread, or new diseases are recognized, fear of a major epidemic has caused public health agencies to prepare plans for mass epidemics or bioterrorism events.

Disease Transmission Routes
  • Airborne (coughing, sneezing).
  • Fecal-oral transmission (improper hand washing contaminating food, untreated sewage contaminating water supply).
  • Waterborne (drinking, swimming, eating, improper hand washing).
  • Direct contact (athlete’s foot, warts, STDs).
  • Zoonoses (animal bites, scratches, meat, hides, feces).
  • Vector-transmitted (insects, rodents).
  • Soil contamination (landfill leaching).
  • Fomite (transferred from inanimate objects like handrails, doorknobs, grocery carts, clothing, toys).
  • Nosocomial (transferred from health workers). (Hilgenkamp, 2006, p. 54).
Environmental Health

As the human population and technology have grown, our impact on the environment—and subsequently, on our own health—has also grown. The World Health Organization (2014) defines environmental health as “all the physical, chemical, and biological factors external to a person, and all the related factors impacting behaviors. It encompasses the assessment and control of those environmental factors that can potentially affect health. It is targeted towards preventing disease and creating health-supportive environments. This definition excludes behavior not related to environment, as well as behavior related to the social and cultural environment, and genetics.”

To understand environmental health, we must first understand the environment and its many interrelated systems. We do not often think about the Earth beyond what we see around us every day, but the environment spans from the core of the Earth to the outer reaches of the troposphere. The four main divisions of the Earth system are the lithosphere (crust and mantle), hydrosphere (water), atmosphere (gases surrounding earth), and biosphere (area supporting life). Life on Earth depends on the biogeochemical cycles that occur within each of these regions. Biogeochemical cycles recycle energy and chemicals through the lithosphere, hydrosphere, atmosphere, and biosphere. Within the biosphere there are specific divisions called biomes. Biomes are characterized by similar climate, soil, plants, and animals. Because humans dominate most ecosystems on Earth, we have a large impact on the environment. Overpopulation and demands on natural resources can degrade the environment. Since the environment provides us with so many resources such as clean air, clean water, and nutrients, environmental degradation directly influences human health.

Environmental scientists and government officials look for ways to preserve the environment and conserve environmental resources. By monitoring human demand on the environment, laws such as the Endangered Species Act, Clean Air Act, and Clean Water Act have worked to protect the environment for future generations. While technology has created many problems for the environment, it is also being used to benefit the environment and human health. New farming techniques, waste management methods, and pollution control devices all help to keep the environment healthy and protect human health. Environmental health is everyone’s responsibility. Public health officials and governmental leaders are on the front lines, but the decisions made daily by businesses and individuals directly affect our health and the health of the environment.

References

Hilgenkamp, K. (2006). Environmental health: Ecological perspectives. Sudbury, MA: Jones and Bartlett.

World Health Organization. (2011). West nile virus. Retrieved from http://www.who.int/mediacentre/ factsheets/fs354/en/

World Health Organization Regional Office for Europe. (2014). Environmental health. Retrieved from http://www.who.int/topics/environmental_health/en/

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Assess basic environmental health principles, theories, and issues.
    • Analyze an emerging or reemerging disease.
    • Describe how an emerging disease is transmitted.
    • Describe the incubation period of an emerging disease.
    • Describe how an emerging disease is treated.
    • Predict prognosis of recovery and residual effects of an emerging disease.
    • Assess the role of vaccines in disease prevention.
  • Competency 4: Communicate effectively in a variety of formats.
    • Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

Preparation

Select one emerging or reemerging disease to research for this report. Note: You may use the WHO Infectious Diseases and CDC websites (both linked in Resources: Diseases and Pathogens), which list a variety of relevant diseases.

Instructions

To begin, select one emerging or reemerging disease to research for this report.

Then, craft a 3–4-page report that analyzes the disease and addresses the following points:

  • Provide a brief historical account of the disease selected. Consider why this disease is emerging or reemerging.
  • What areas of the globe are currently affected by this disease?
  • How is it transmitted?
  • What is the incubation period?
  • What is the treatment for this disease?
  • What is the role of vaccines in combatting this disease? If there is no vaccine, why not?
  • What is the predicted prognosis of recovery and residual effect?

Your report should be logically organized around a point you would like to make regarding the emerging or reemerging disease you select. Consider the MEAL Plan to help organize your thoughts:

  • Main Idea: What is the main point or idea that you want your reader to remember about this disease?
  • Evidence: What does the research say? Support your point with evidence from the literature you have researched. (This is where you would include facts about the history, transmission, incubation, treatment, and prevention of the disease. Refer to your sources when you provide your evidence.)
  • Assess: Summarize main ideas from articles related to the disease. Apply health principles and theories that relate directly or indirectly to your main point. Make explicit links between source articles and your current report.
  • Link: Integrate and combine information from your source articles to your main point or idea.
Additional Requirements

Use the APA Paper Template (linked in Resources: Writing, Research, and APA) to format your report.

  • Written Communication: Written communication should be free of errors that detract from the overall message.
  • Length: This report should be 3–4 pages in content length. Include a separate title page and a separate references page.
  • Font and Font Size: Times New Roman, 12-point, double-spaced. Use Microsoft Word.
  • APA Formatting: Resources and in-text citations should be formatted according to the current APA style and formatting.
  • Number of Resources: You are required to cite a minimum of 2 scholarly resources. You may conduct independent research for resources and references to support your report. Provide a reference list and in-text citations for all your resources, using APA format. You may cite texts and authors from the Resources.